Secondly, the purpose of teaching is clear. The Guiding Outline of Kindergarten Education (Trial) (200 1) clearly states that the purpose of mathematics education is to "feel the quantitative relationship of things from life and games and experience the importance and interest of mathematics;" It also clearly requires: "Guide children to be interested in the phenomena of number, quantity, shape, time and space in the surrounding environment, construct a preliminary concept of number, and learn to solve some simple problems in life and games with simple mathematical methods."
So we can't simply equate math education with calculation.
Characteristics of preschool children's learning mathematics
The psychological characteristics of children learning mathematics are transitional. The specific performance is as follows:
(A) from concrete to abstract
Preschool children's thinking is dominated by images, and their understanding of objects often needs the help of concrete and intuitive materials.
(2) From individual to general
The formation of preschool children's mathematical concepts is not only a process of gradually getting rid of concrete images and reaching an abstract level, but also a process of understanding individual concrete things to understand their universality and universal significance.
Second, the characteristics of preschool children learning mathematics
(3) From external action to internal action
External action: through definite action
External actions: points, hand breaking index
Internal function: determinant operation: 2+3=?
From assimilation to adaptation
Piaget believes that assimilation and adaptation are two forms for children to adapt to the external environment. Assimilation means that individuals incorporate the external environment into their existing cognitive structure; The so-called adaptation means that individuals change their existing cognitive structure to adapt to the external environment.
(5) From the unconscious to the conscious
In the process of mastering the concept of number, children have not been able to abstract the essential and abstract features from concrete things to understand, but stay in concrete experiences and external actions, without the support of abstract internalization in thinking and language. As teachers, we should understand the characteristics of preschool children's psychological development, fully realize the key value of language, especially abstract and generalized mathematical language, in the acquisition of mathematical concepts, and encourage children to generalize, express and communicate with language in operational activities, so as to continuously improve their awareness of their own behavior and thinking, promote their internalization, and help them transition from "unconscious" to "conscious".
Unconscious: learning has no clear purpose, but is fun, without the support of language and thinking.
Case: Understanding Triangle
Self-awareness: Have a clear learning purpose and be supported by language and thinking.
Case: Understanding Boxes
(6) From egoism to socialization
Egocentricity: Look at problems from your own perspective and explore mathematics.
Socialization: Look at the problem from the perspective of others and understand how others solve the problem.
When children carry out mathematical operations, they often only pay attention to their own actions, which can not be well internalized, let alone pay attention to their peers' mathematical thinking or produce effective "mathematical actions" based on cooperation, communication and collaboration.
Therefore, in the process of developing mathematical cognitive ability, it is very critical and important to help children "get rid of egoism" and improve the degree of socialization. For preschool children, "self-centeredness", from self-centeredness to "socialization", is one of the important signs of their abstract development of thinking.
When children can think about their own behavior in their minds and have more and more consciousness, they can gradually overcome the self-centeredness of thinking and try to understand their peers' ideas, thus producing real communication and cooperation, and at the same time being inspired by communication and mutual learning.
Case:
When a child in a small class arranges cards, they are sorted according to their shape characteristics. When he saw that his deskmate sorted by color characteristics, he said that others were "at sixes and sevens", but he couldn't answer when asked "by what". After being reminded, he realized the basis of others' classification.
The design of kindergarten mathematics education activity plan should understand the composition of kindergarten mathematics activity plan, which generally includes the following elements:
(1) Activity name: it is a general reflection of the purpose and content of the activity. One is to use mathematical terms to name it according to the requirements of mathematical activities, such as the composition of learning 7. The other is to define the name in the language of life according to the content of the activity or the selected materials, such as opening a supermarket. This makes people feel close to children's life, interesting, and more in line with the characteristics of early childhood education, but there are also some knowledge points that are not clear. Therefore, we suggest combining the two, such as: Bear Fruit Shop (the number is less than three).
(2) Design intention: it refers to why the design activity is needed and what is the significance of the design activity. It is necessary to embody four interpretations:
1, interpretation target:
General goal of children's mathematics education: the outline clearly stipulates the general goal of the scientific field. As an important part of science, mathematics also covers three aspects of children's development: cognition, emotion, attitude and operational skills;
1) Cognitive goal:
* Can feel the quantitative relationship of things from life and games, gain perceptual experience about the shape, quantity, space and time of objects, and appreciate the importance and interest of mathematics.
* The ability to solve problems by using the relevant experience of numbers, and develop children's initial logical thinking ability and the ability to express and communicate operations and explore processes and results in an appropriate way.
2) Emotional and attitudinal goals
* Interested in the number, shape, quantity, space and time of things in the surrounding life, like to participate in math activities and games, and have curiosity and desire to explore.
* initially form a sense of communication and cooperation.
3) Operation skill objectives
* Skills of using math activity materials correctly.
* Develop good study habits such as being earnest, careful, persistent and overcoming difficulties.
According to the objectives, contents and guiding points of the scientific field in the outline and guide, the significance of selecting the activity content is discussed. For example, Xiongguo Store (perceive the quantity within 3): The outline points out: "You can feel the quantitative relationship of things from life and games" and "establish a preliminary concept of number". The formation and development of children's number concept is an important part of children's thinking development, and the formation and development of counting ability is an important aspect of children's number concept development.
2. Interpreting children:
The age characteristics of the children in this class (learning characteristics, psychological characteristics ...) the experience and ability of the children in this class (existing experiences and existing problems and difficulties) and so on. Only in this way can we embody the new concept of "children first, teachers last".
1) Age characteristics of children:
A. Characteristics of logical thinking: Mathematics is the "gymnastics" of thinking, and it is particularly important to interpret the characteristics of children's age thinking. Piaget believes that children's logic includes two levels: action level and abstraction level. The development of children's thinking depends on action and concrete things. From intuitive action thinking to concrete image thinking, abstract logical thinking began to sprout.
B psychological characteristics: from concrete to abstract, from individual to general,
C. Children's learning characteristics: observation and discovery, operation and exploration, expression and representation.
Characteristics of small class children: You can find specific surface features, such as size, color and shape. You can't find it for a changed child. The characteristics of operational exploration are imitation and repetition. Expressed in words, inaccurate and incomplete.
Characteristics of middle school children: Besides obvious surface features such as body shape, color and shape, other children with obvious changes can also be found. Operation, exploration, characteristic change, individual characteristics. It can be expressed in simple sentences, which improves the accuracy and completeness of expression.
The characteristics of large class children: they can notice the subtle changes of objects. Can carry out diversified operations in operational exploration. The expression is more coherent and accurate.
2) Experience and ability of children in this class (existing experience and existing problems and difficulties)
Usually, we should observe children more, understand their development level in mathematics, and truly grasp the general development level of most children in mathematics knowledge and children with strong or poor ability, so that we can be targeted when considering the design goal of the activity and choosing the content and scope of the activity. At the same time, when delivering materials, we also deliver materials at different levels according to the ability of children, which really promotes the development of different children. For example, when understanding the triangle, the teachers in Class 2 and Class 3 observed and interpreted the situation of the children in the class and found that the children in the class had difficulty in understanding and expressing the edges and angles of the triangle. The two teachers made different designs after thinking. He Laoshi of Class Three designed a "stop-and-go" to let children feel in games and sports, highlight their understanding of the edges and corners, and express: I am standing on the edge of a triangle or at the corner of a triangle. Teacher Chen in Class Two focuses on the application of touch-touching and talking with hands to express his understanding of graphic edges and corners.
For another example, in Xiongguo store (the number within 3 is perceived), small class children often have inconsistent hands and mouths when counting, which is caused by their ignorance of the practical significance of counting. After perceiving and learning the numbers "1" and "2", the children in this class have a preliminary understanding of logarithm. Most children can count numbers within 2 correctly and tell the total. As small-class children are just involved in the formation of numbers, the practical significance of logarithms needs to be further understood. Therefore, it is necessary for children to strengthen their understanding of logarithms "3", so that children can fully perceive the number 3, understand the formation and practical significance of "3" and count points persistently. We put in three cards, reflecting the requirements of different abilities: strong ability to put in different sizes, colors and irregular arrangements. Put different sizes or colors in your abilities and arrange them regularly. Those with poor ability are put in the same size, the same color and arranged regularly.
3. Textbook interpretation:
Choose concepts, meanings, difficulties, etc. This math activity. For example, ordinal number is a number indicating the order of elements in a collection. The key point is to understand the meaning of ordinal number, which can be used to correctly represent the arrangement order of objects. The difficulty is to determine the arrangement order and ordinal position of objects from different directions (left and right, up and down, front and back, etc.). ).
4. Explain the activity strategy (design):
What methods (such as operation, games, discussion and comparison) and activities (such as groups, groups and individuals) are used to solve problems and develop children's abilities. For example, in "Bear Fruit Shop" (the number within 3), we designed the following activity strategies: Small class children's learning has the characteristics of concrete image and easy attention transfer. Starting from children's actual level and interest, taking the situation of Xiongguo Store as the main line, with game plots such as "transporting fruit" and "buying fruit" running through it, mathematics content is integrated into the game. By creating some scenes related to life, children are familiar with role game toys as operating materials, so that children can independently explore the formation and practical significance of Perception 3 in the process of playing, thus developing children's initial observation, counting and hands-on operation ability.
5) Note:
There should be four explanations:
(1) Select the pertinence of the content: the mathematical content should be processed to make it lively and interesting.
(2) Interpreting the pertinence of teaching materials: We should focus on interpreting the knowledge points and difficulties of teaching materials.
(3) When designing activities, we should aim at "objectives, characteristics and teaching materials".
The design intent should be related to the purpose requirements, activity preparation and activity process:
(1) Design intention, purpose, children's characteristics, teaching materials and activity design should be related.
(2) Understanding the experience base of children in this class should be related to activity preparation.
(3) Design methods and strategies should correspond to the teaching process.
(3) Activity goal: It is the expected goal of mathematics education activities, which embodies the development that children should get in mathematics concepts, thinking ability, hobbies and habits.
When setting the goal of mathematics education activities, the expression of the goal of mathematics education activities should be concrete, behavioral and operable. The content of the goal should include emotion and attitude, cognitive and operational skills, that is, it should involve the learning of knowledge concepts, emotion and attitude, and ability. When expressing the goal of mathematics education activities, we can put forward the goal from the teacher's point of view (such as cultivating children's counting ability) or from the child's point of view (counting within three years of learning). In order to pay attention to caring for children's changes and studying children's development in educational activities, we should try our best to use the expression of behavioral goals when expressing the goals of mathematical education activities, that is, to express the goals of mathematical activities with children's acquired behavior (using observable behavioral language) (such a statement is not only convenient for teachers to accurately grasp the activities, but also convenient for teachers to evaluate children's behaviors after the activities). At present, in the formulation of educational activities, it is advocated to express development goals from the perspective of children. It is to express the goal in a child's tone.
The specific performance is: 1, emotional goal. 2. The goal of mathematics content. 3. Ability goals.
Key point: 1, and the expression should be consistent with the tone of the teacher or child.
2. Commonly used words are: willing, experiencing, liking, learning, willing, able, understanding, feeling and trying. ...
For example, in the bear fruit shop (the perceived quantity is less than 3), we set the following activity goals:
1, like to participate in math activities and experience the fun brought by math activities.
2. Perceive the number within 3, and count the objects with the number 3 consistently, and understand the shape of the number 3.
Success and practical significance.
Improve observation, counting ability and hands-on operation ability.
(4) Activity preparation: refers to the preparation of knowledge, experience and materials for this activity, which is related to the progress of the activity and the realization of the goal. Therefore, "activity preparation" should clarify the necessary conditions and conditions for implementing activities.
1, knowledge and experience preparation: children have experience preparation, that is, in order to reach the knowledge, experience or ability that children need to participate in this mathematical activity in advance. This should be consistent with the previous interpretation of the development level and experience of children in this class. Children have recognized the numbers "1" and "2".
2, material preparation:
1) environment creation. Create an environment suitable for this activity, including space, venue and location. For example:
The situation of the bear shop (house, cabinet).
2) Teaching AIDS: Teachers refer to the intuitive materials that teachers use to demonstrate and explain to children. Teaching AIDS should arouse children's interest, solve problems that help children understand, and be easy to operate at the same time. Teaching AIDS: stippling, counting cards "3", cards, fruit labels, etc.
3) School tools: for children to operate. Considering the quantity, the operation is simple, which can solve the problems in interpretation. At the same time, low structure and grade should be considered. When designing children's learning tools, we should consider the repeated use of teaching AIDS to facilitate inspection and solve different problems. For example, in "Bear Fruit Shop (Perceive the number within 3)", children repeatedly use fruit as a learning tool: the formation of children's operational exploration 3. Put it in the cupboard, and children buy fruit and pack it. On the third day, when the perception was formed, the number of 2 was different from that of the fruit with 1. When buying fruit, the cards numbered 1, 2 and 3 have different colors, which is convenient for inspection.
(V) Activity process: it is the central link of activity design. It refers to the sequence and steps in the process of mathematical activities. The design of activity process should proceed from children's age characteristics and thinking development level, from the characteristics of children's perception and understanding of the concept of numbers, and from the laws of mathematics itself. It requires clear and gradual arrangement of activities at different levels, and at the same time, it reflects children's understanding of digital concepts from perceptual operation to abstract representation, and promotes the formation and development of children's digital concepts through repeated experience.
The design of the activity process should generally include the basic process of the activity, the main teaching events and links that constitute the activity process, the main forms and methods adopted by the activity, and how to carry out each activity link. In the process of expressing activities, teachers should use clear, coherent and summarized words to reflect. At the same time, we should pay special attention to the connection and transition between activities, so that activities are hierarchical and progressive. Teachers should be clear about how this link makes children feel and what purpose they achieve, and every small link should pay attention to the progress. What to do and what to achieve when expressing. For example, in "Little Bear Moves (Perceiving Numbers within 3)"
The first link is the introduction: the game "What time does my car leave" (guide the children to review the numbers within 2 senses)
The second link is: the game of "transporting fruits" (guiding children to explore independently, perceiving the formation of 3, and initially understanding the practical significance of 3).
The third link is: the game "buy fruit" (guide children to get things through numbers without interference from color, size and arrangement position, and further perceive numbers within 3).
Reflective learning, further, deepen and consolidate ...
1, beginning with:
Concentrate children's attention, introduce activities, arouse children's interest and desire to participate actively. The teacher explained the activities to be carried out in concise, vivid and enlightening language.
1) import: scenario import: the scenario runs through the whole process. Every link should be gradual. If it is a counting activity, it is necessary to review the knowledge related to the new lesson and lay the foundation for learning new knowledge. The content of the review class can focus on the introduction of situations, while paying attention to cultivating the accuracy and agility of children's thinking. At the same time, we use various forms to guide children to express and express their understanding of old knowledge with various senses in order to understand their original experience. For example, when reviewing the quantity, you can clap your hands and listen to the sound of stamping your feet. ...
2, the basic part:
1) perceptual inquiry:
(1) The discovery of children's perceptual inquiry.
A, let every child have the opportunity to observe or operate, let children explore preliminarily in operational perception and discover the secrets of mathematics. At the same time, we should pay attention to the communication between children, that is, the interaction between children, and express it in mathematical language, such as "Bear Fruit Shop (perceive the number within 3)", which is discovered by children themselves. After exploring and discovering, the children asked: How did you make two fruits into three fruits? Reflect the characteristics of (problem mathematics).
B, group activities: group work, to help children further understand the content of mathematics, while paying attention to hierarchy, clever design, putting materials in homework requirements, reflecting hierarchy, but also consider how to check the correctness of children's homework. The main forms of interaction are (interaction between children and children, interaction between teachers and children)
D, this process requires teachers to minimize height control. Give children the opportunity to communicate and choose operations.
2) Centralized communication, appearance combing: children are confused in the process of exploration and discovery, and children are in the process of mutual communication (reflecting the interaction between children). Teachers should pay attention to combing new knowledge, using learning tools operated by children to give children a real sense of experience, and teaching AIDS or charts to help children think from concrete to abstract and understand the mathematical knowledge and experience they have learned. For example, "Bear Fruit Shop (Perceive Numbers within 3)" uses fruits operated by children, and the teacher combs them with dots, and finally abstracts them with numbers, which conforms to the characteristics of children's thinking from concrete to abstract. For another example, in learning the composition of numbers, we use diagrams to sort them out: circles represent the total number and semicircles represent the number of parts. This is very vivid and easy for children to understand.
3) Practice and consolidate in various forms, and at the same time pay attention to solving superficial problems in life by connecting with life experience. It can be done through games, operations, etc. Therefore, we can further understand the content of the mathematics we have learned and embody the characteristics of life mathematics and activity mathematics. Such as: supermarket shopping (life mathematics), group games: taking the elevator, etc. (Activity Mathematics) In "Bear Fruit Shop (Perceive the number within 3)", the game "Buy Fruit" (guiding children to get things through numbers without being disturbed by color, size and arrangement position, and further perceiving the number within 3) is a tool to solve problems in life.
4) Centralized communication: Teachers should observe children's situation in the process of operation and communication, choose typical models with communication value, and conduct targeted communication and comments. At the same time, they should also consider how to check whether the children's operation is correct and deepen their understanding of the mathematics they have learned. 4. End: Activity extension. Such as observing the environment or expanding to regional activities.